The milestone reporting expectations have now been reduced from four reports a year to two bi-annual reports. There is, however a requirement that each contributing school within your cluster will provide some additional information for each milestone submitted as written, “Provide a brief report on progress from each school.”
The following are some guidelines for each school to follow; so that the reports submitted are a true reflection of evidence-based practice and progress for that particular reporting period. This evidence will do well to provide information for your-selves as a form of review and will also supply the Ministry of Education with some insight into the progress and developments made within each contributing school.
There is an expectation that:
Both the lead teacher/s and the Principals will have some input in these reports.
The timeframes are reflective of the reporting period
Comments are made in relation to Programme implementation, Developing ICT planning and Leadership Capability, Establishing a professional learning community
Comments relate to the intended contract goals
Evidence is provided to support the reports
Possible Points to Consider:
Programme implementation
• Methods of programme delivery (staff meetings, workshops, one-to-one tutoring, quality learning circles, in-class support, school visits, mini-conference, student workshops)
• Personnel involved (Principals, lead teachers, support staff, teachers, students)
• Outcomes, progress, issues, barriers, trends
Milestone 10 School Reports
Notes for writing School Reports in Milestones
The milestone reporting expectations have now been reduced from four reports a year to two bi-annual reports. There is, however a requirement that each contributing school within your cluster will provide some additional information for each milestone submitted as written, “Provide a brief report on progress from each school.”
The following are some guidelines for each school to follow; so that the reports submitted are a true reflection of evidence-based practice and progress for that particular reporting period. This evidence will do well to provide information for your-selves as a form of review and will also supply the Ministry of Education with some insight into the progress and developments made within each contributing school.
There is an expectation that:
Possible Points to Consider:
Programme implementation
• Methods of programme delivery (staff meetings, workshops, one-to-one tutoring, quality learning circles, in-class support, school visits, mini-conference, student workshops)
• Personnel involved (Principals, lead teachers, support staff, teachers, students)
• Outcomes, progress, issues, barriers, trends
Developing ICT planning and Leadership Capability
• ICT documentation (strategic plans, action plans, teacher planning, appraisal)
• Infrastructural developments (environmental layout, purchasing, maintenance, upgrades)
• Developing leaders (Principals leading learning, lead teachers as mentors, student experts)
• Outcomes, progress, issues, barriers, trends
Establishing a professional learning community
• Methods of programme delivery (staff meetings, workshops, one-to-one tutoring, quality learning circles, in-class support, school visits, mini-conference, student workshops)
• Developing leaders (Principals leading learning, lead teachers as mentors, student experts)
• Reflective dialogue in relative contexts (ICT skills, theory, pedagogy)
• Outcomes, issues, barriers, trends